department of psychology

306 Chafee Hall, 142 Flagg Road, Kingston, RI 02881

uripsymajor@gmail.com401.874.2193 (p); 401.874.2157 (f)

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School Psychology M.S. Program

Curriculum

Students in the M.S. program take a minimum of 60 graduate credits.

Program Requirements

Course requirements in the doctoral program can be conceptualized as a three-by-two matrix, with three areas of study: research methodology, psychological science content, and professional applications, in each of two levels: general (i.e., requirements for all doctoral students in the Psychology Department) and specific (i.e., requirements for all doctoral students in the School Psychology Program).

See all Psychology Course Descriptions

Research Methodology Psychological Science Content Professional Applications
General PSY 532 (3 credits) PSY 600 (3 credits)
PSY 603 (3 credits
Specific PSY 615 (6 credits) PSY/EDC 540 (3 credits)
PSY/EDC 544 (3 credits)
PSY 665 (3 credits)
PSY 668 (3 credits)
PSY 681 (3 credits)
PSY 690 (3 credits)
EDC 502 or EDC 503 (3 credits)
PSY 550 (3 credits)
PSY 660 (3 credits)
PSY 661 (3 credits)
PSY 663 (3 credits)
PSY 670 (12 credits)

Note: Rhode Island certification requirements include 12 credits from education-related courses (see Section 21.2). We suggest the following: (a) school counseling (PSY 690), (b) learning disabilities assessment/intervention (PSY/EDC 540), (c) organization/structure or curriculum of schools (e.g., EDC 502 or EDC 503), and (d) reading disability (PSY/EDC 544). At least one of these courses must include curriculum development.

Philosophy and Model

The educational philosophy of the URI Ph.D. and M.S. Programs in School Psychology consists of a professional commitment of faculty, students, and graduates to immersion in research, teaching, and service characterized by:

  1. intellectual engagement and academic inquiry into the foundations, methods, and applications of school psychology and related fields.
  2. pursuit of research-based understandings and critical appraisals of the theories and concepts underlying the foundations and practices of psychology and education, and their intersections within school psychology.
  3. development and dissemination of school psychology related information, knowledge, skills, policies, and practices for the benefit of children, families, teachers, schools, and society.
  4.  a commitment to a scientist-practitioner model of professional training and practice.

To this end, our programs involves:

  • didactic courses that integrate research and applied components
  • preparation in statistics and research methodology
  • preparation in assessment, intervention, consultation, ethics/law
  • faculty-sponsored research groups and activities
  • supervised practicum and internship experiences
  • contextually grounded, empirically-based approaches to understanding and resolving problems of education and daily living
  • research and practice informed by a commitment to diversity

The faculty of the School Psychology Program currently incorporates issues of diversity (e.g., cultural, linguistic, ability/disability) into their teaching and research in the following ways:

Dr. Bueno de Mesquita strives to promote the perspective of school psychologists as advocates for the promotion of mental health, violence prevention and positive psychological development, particularly for under-represented individuals. In his work as Director of the URI Center for Nonviolence and Peace Studies, he directs the annual International Nonviolence Summer Institute. Under his leadership during the past 5 years, the global reach of the Center has expanded dramatically to include certification of more than 200 training affiliates in 35 countries and conflict regions.

In her courses, Dr. Rattan engages students in readings and discussions about culturally competent assessment and intervention practices in schools, particularly within multi-tiered systems of support. Her research primarily includes students from diverse backgrounds, including English learners, who are at-risk for reading difficulty.

In his classes, Dr. Stoner incorporates cultural considerations regarding school-based treatments and supports for children/adolescents (e.g., cultural considerations in the prevention and treatment of learning and behavior problems; cultural considerations in depression and suicide). He and his graduate students are carrying out work that considers and incorporates issues of diversity in the context of parenting, as well as work focused on supports for students with disabilities in school contexts.

Dr. Weyandt requires students to complete a multicultural assignment as part of her practicum course and she incorporates discussions of diversity considerations pertaining to children and adolescents. As part of her graduate teaching of physiological psychology Professor Weyandt assigns readings and conducts discussions regarding research multicultural factors and clinical neuroscience research.

In his teaching, Dr. Willis integrates readings and discussions of cultural considerations in the context of the intellectual assessment of children and adults and in the developmental trajectories of psychopathology both in terms of risk and resilience. Currently, two of his PhD students are conducting dissertations in the area of diversity– one a treatment of multicultural issues in cognitive assessment and the other with a sample of individuals who are deaf.

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